THE SECRET GARDEN: GEOCACHING LINKS THE CLASSROOM TO THE CAMPUS Prof. Jim Perry 1 and Dr. Andy Jenks 2 1 Department of Fisheries, Wildlife, and Conservation Biology 1980 Folwell Ave University of Minnesota St Paul, MN Jperry@umn.edu 2 Department of Forest Resources 1530 N Cleveland Ave University of Minnesota St Paul, MN Ajenks@umn.edu PLEASE PUT THE FIGURES AT THE END OF THE CHAPTER IN THE TEXT, AND IN THEIR POSITIONS ! Abstract Purpose: Experiential learning engages students and advances learning objectives. UCache is an experiential, on-campus, geocaching experience. Design/Methodology/Approach: During 6-weeks in Fall semester, students find 20 caches, relate conditions at the cache location to class content, and post answers to reflective questions. We evaluated UCache with pre- and post-tests over two years. Findings: Students rated the UCache experience very positively. Pre-post differences were significant (p<0.05) both years, and demonstrated that understanding of the campus landscape and its management increased significantly following UCache. Originality/Value: This paper allows other instructors to adapt UCache for their own settings. This is the first application of geocaching to an on-campus educational setting. Keywords Geocahe, campus landscape, experiential learning, reflection Introduction The benefits of experiential learning have been widely demonstrated (deFreitas, Rebolledo- Mendez and Liarokapis 2010, Mayer and Johnson 2010, Millenbach and Millspaugh 2003). Engaging students in thoughtful exercises stimulates critical thinking, and encourages them to take ownership of their educational experience (Johnson, 2004). Combining field- and campus-based outdoor experiences helps students understand the “real world” applications of classroom lessons (Simmons et al., 2008) and develops skills that students need in their career development (Lopez et al., 2006). Our experience teaching natural resources science for nearly thirty years, strongly suggest that younger students respond very positively to the direct use of modern technology. Classes which teach direct applications of technology are well subscribed and receive strongly positive student evaluations. A typical comment is “I appreciated that (my professor) was able to ‘really geek out’. Students are eager to connect and apply classroom science concepts in the field; their learning is advanced when they can relate the “What” of a subject to the “Where”, or a sense of place.